Learning Experiences - "ICT-rich to Student Assessment Task & Rubric"

PCK is very useful for designing learning experience. > Share an example of ICT-rich engaging students on their Assessment 

Refer to the David's discussion in the forum, I noticed that he has categorised into learning experiences about constructing and transforming knowledge objectives, finally on the identification of criterion that match to the ACARA (e.g. the Standards Elaborations which meant for me to identify learning objectives in my unit plan for assessment.

Learning objectives

• demonstrates an understanding of basic electrical terminology and concepts

• describes the differences between a single source D.C. series, parallel and series/parallel circuit

• analyses the characteristics and performance of D.C. circuits

• explains fault-finding and problem-solving strategies for solving routine problems in D.C. circuits

and a sample on above is Davids's VET about learning objective (at best shared forum) for the unit plan.

Students will go through their assessment and rubric as measurement as for this reason teachers know the effectiveness of ICT into teaching learning experiences. Details please refer studydesk Week 8 > E.g. News

Two examples to guide on unit plan on how to draft learning experiences.

Then following is the contents of the rubric in the unit plan to compare with the contents of the rubric included in the Standards Elaborations - identify each of the components any similarities.

• Drafting the rubric use to judge student performance.
• Design the assessment task include with my unit plan.

Step	Guiding question	Response
Step 1	What is the content for which the assessment needs to provide evidence?	Science Knowledge Physical sciences Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)	Science Inquiry Skills Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)
	Is it constructing or transforming or will both be used?	Constructing	Transforming
Step 2	What criteria aligned to the standard, match this curriculum content?	Understanding dimension / Science Understanding Critical analysis and application of science knowledge to generate reasoned explanations in a range of situations, including some that are complex	Skills Dimension / Processing and analysing data and information Construction of appropriate representations and analysis of data to explain patterns and trends.
Step 3	What kind of evidence could support students to demonstrate their learning?	Information collection on different forms of energy Information collection on a kinetic energy in the form of human physical exercise Recording of information from an experiment in spreadsheets Developing a journal Recording information from an experiment Writing a report	Use a graphic organiser to analyse recorded data Use spreadsheet data to develop a range of graphs charting data over a period of time to find patterns or relationships Developing an experiment that tracks kinetic energy Develop or find a simple program that animates the data collected for human kinetic energy
Step 4	What is your task?	A task sheet should include: A section provided for the student name, Task name, unit, year level, Final result A description of the task The due dates, including draft submissions The criteria that will be used to assess Description of the process to be used for the task, conditions and materials to be used
	What are my task-specific descriptors?	A rubric with the task-specific standards descriptors (on a 5 point scale) is developed by taking the generic descriptors (the A is included for each criteria above) and changing the generic descriptors to ones that reflect the actual task. See the sample rubric.
Step 5	What are your learning experiences?	Plan your unit including sequencing your learning experiences in order to ensure they develop the evidence students need to provide.

Drawing on the sample rubric it is possible to identify three important components of the sample rubric that you need to be aware of, watch at EDC3100_2013_2: ICT and Pedagogy

1. the Criteria;
   The entries in the left-hand column of the sample rubric. There are two criteria shown: "Understanding dimension / Science understanding" and "Skills Dimension / Processing and analysing data and information". These are taken directly from the curriculum, in this case the standards elaborations.
   These must stay the same. These criteria are those defined by the curriculum and it's necessary for you to gather evidence for each student against these.
2. the Standards;
   These are the elements in the top row - A, B, C, D, E. These also must match your curriculum >http://www.qsa.qld.edu.au/3165.html
3. the Standards Descriptors.
   These are the content of the intersection between a standard and a criteria. They define how you will make a judgement about the students' work.
   The standard descriptors need to be specific to your assessment task.
   They will generally be based on the "general descriptors". The Standards Elaborations provide a standard rubric that includes "general descriptors" you use these as the basis

Learning Experiences - "ICT-rich with Digital Teaching Strategies Taxonomies for teacher's learning experieces "

Read Matthew Koehlers articles about pedagogical content knowledge, how effectively ICT being used in our  Week 5 "ICT-rich learning experiences" 

ICT-rich does not mean that there are lots of different ICTs being used. Instead it means that what ICTs are being used are being used effectively and innovatively

1. What is a learning experience? It clarifies what a learning experience is and what the requirements are for the unit of work for assignment 2.
2. How do I sequence learning experiences?
3. Choose a particular pedagogical framework and related essential questions to sequence the learning experiences in your unit of work.
4. The concept of sequencing introduces on what this means and how I can do it.
   
   
5. Where do ideas for using ICTs come from? Students engaging ICTs to enhance and transform their new learning into my learning experiences. 
6. How PCK is very useful for designing learning experience.? PCK is important because having poor PCK leads to less than effective teaching. Teacher draws upon the knowledge that for certain learning areas, there are certain types of knowledge about how to teach specifically.
7. Why do a teaching strategies taxonomies appears in learning experience? The aspects of these "digital taxonomies" that help spark ideas for integrating ICTs.  It's widely used to organise thinking skills and learning objectives. Further details refer to Kathy Schrock's project of Bloom's taxonomy. And also another two approaches include:
   
   • Bloom's Digital Taxonomy - quite a detailed coverage of the linkages between Bloom's taxonomy and digital technologies.
   • The Padagogy Wheel - which extends the above use of Bloom's taxonomy with a range of additional frameworks.
     
     This includes the use of SAMR introduced earlier in the course.

Pedagogical Content Knowledge (reflecting the UoW)

What is "Pedagogical Content Knowledge"?
Attempted a finding on Goggle Search to find its meaning. after Quiz 1 and Quiz 2.

One of the explanation from  IDRA Website , which defined "Pedagogical Content Knowledge must be addressed within the context of a diverse pedagogy". Apart from this Wikipedia website, also defined "Pedagogical Content Knowledge is  knowledge about how to combine pedagogy and content effectively (Shulman, 1986)....as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom".

Extracted from "USQ Study Desk Week 4 #3" as the review on last week information about the unit of work and the context.

Before filling up this template on my unit plan, a few essential questions that I need to pay attention on 

1. What the context will be?
2. What are you trying to teach? 
3. How long will it take? 
4. Who are the students? 
5. What are the resources and constraints in the environment?

Some notes on the preamble

• Unit Topic.- topic will be meaningful and interesting to the students to connect the learning in the unit that identified on what I will be teaching. It has to be given some thought to how effectively this topic to the interests of the students.
• Length of unit. - the purposes are to aim and develop a unit that covers between 3 and 5 weeks Unit Plan within the 8 page maximum length. In most school settings you are likely to have 2 or 3 lessons a week on a particular learning area. Example is that a 3 week unit plan will have 6 to 9 lessons. Don't panic: Some people panic at this stage. 5 weeks worth of 10-15 lessons!!!
• Year level - the lesson plan will use the Australian Curriculum (e.g. Prep to Year 10). It should also be appropriate to your Professional Experience.
• Context - it is essential that the idea of learning experiences I will design must be appropriate to the context for which it is designed.

Pedagogical Content Knowledge

Pedagogical Framework - Learning Experiences/Context

Today, Casey Spencer posted a questions regarading on how to fill up "context" into our template. And it also took me some struggle to start this part however David advised us to refer to the SAMPLE unit plans.
Refer Study Desk on Week 4 , I would not be able to complete answer the above questions for assignment 2. because I was informed that I must make a choice on the type of different pedagogical framework and as it also cause on the nature of the context we plan to have for our unit plan.

It links to descriptor of QSA standards eloborations. And also aligned to school context and the learning outcomes (assessment). So, the criteria is to help my students achieve in their learning experiences ( Year Achievement Standard.)

This week, learning experiences been introduced as the design and sequencing and also  focus on completing the following tasks:

1. Complete this quiz and 2nd quiz 
2. Get the unit plan template and have it filling up (approx. 8 pages).
3. Have chosen a school context for to the unit plan.
4. Chosen the curriculum you are going to draw upon for the Learning Area in the unit plan.
5. (Curriculum - QSA or ACARA) Identified a small number of learning outcomes (and in more detail here) your unit plan will focus on helping students learn.
6. (From learning  outcomes - Assessment) Have chosen the criteria you will use to make judgements about student progress.
7. Have thought about the assessment tasks your students will complete.
8. (Pedagogy Framework) Started designing and sequencing the learning experiences.

The aim of your unit plan is  

1. Know some new stuff (constructing/declarative knowledge)
2. Be able to do some new stuff (transforming/procedural knowledge)

So my learning experiences in the unit plan will contain through the use of essential questions and a pedagogical framework.

Eg. (set of lessons) Inquiry-based Framework

Pedagogical Framework - Essential Questins

David replied Maggies Journey's blog that pedagogical framework is used for designing UoW in a sequence learning experiences with explicit guidance. 
He continued to mentioned that SAMR and TPACK are theoretical frameworks are used in the aspects on how to integrate technology into the pedagogy. 

I strongly agreed with her to say that Pedagogical Framework determine planning sequence in the learning experiences gradually from essential knowledge to new knowledge learning. However, I just wonder is there a link between Essential questions and Learning experiences? 

For this she linked to website of Grant Wiggins (2007) said essential questions is a meaningful connections with prior learning and personal experiences; in further exploring such questions will give a greater coherence in the content knowledge and skill to the  learning experiences.

Technology Integration Planning (TIP)

Refer to our studydesk Week 5 TIP Model, Wiencke and Roblyer (2004) mentioned some examining questions to be concern as 

• Are there any topics or curriculum objectives I have difficulty teaching?
• Do any of these instructional problem areas have technology-based solutions?
• What is the relative advantage of the technology-based solutions?
• Is the relative advantage sufficient to justify the effort involved?

This picture adapted by Lorraine Vickery (2013) 

Knowing that this TIP model is been developed by Roblyer (2006) who had focused on two questions from studydesk with table for me to answer as shown below.

• What is the problem should I be addressing?
• Do technology-based methods offer a solution with sufficient relative advantage?

Technology solutions with potential for High Relative Advantage (adapted from Roblyer, 2006, p. 45)

Learning Problem	Technology Solution	Relative Advantage
Concepts are new, foreign (e.g., mathematics, physics principles).	Graphics, tools, simulations, video-based problem scenarios	Visual examples clarify concepts and applications
Concepts are abstract, complex (e.g., physics principles, biology systems).	Maths tools (Geometer's SketchPad), simulations, problem-solving software, spreadsheet, exercises,  graphing calculators	Graphics displays make abstract concepts more concrete; students can manipulate system to see how they work
Time-Consuming manual skills (e.g., handwriting, calculations, data collection) interfere with learning high-level skills	Tool software (e.g., word processing, spreadsheets) and probeware	Attention-getting displays, immediate feedback, and interaction combine to create motivating practice
Students cannot see relevance of concepts to their lives (e.g., history, social studies)	Stimulations, internet activities, video-based problem scenarios	Visual, interactive activities help teachers demonstrate relevance.
Skills are 'inert', i.e. students can do them but do not see where they apply (e.g., mathematics, physics).	Simulations, problem solving software, video-based problem scenarios, students development of web pages, multimedia products	Project-based learning using these tools establishes clear links between skills and real-world problems.
Students dislike preparing research reports, presentations.	Student development of desktop- published and web page/multimedia products	Students like products that look polished, professional
Students need skills in working collaboratively, opportunities to demonstrate learning in alternative ways.	Student development of desktop-published and web page/multimedia products	Provides format in which group work makes sense; students can work together "virtually" students make different contributions to one product based n their strengths
Students need technological competence in preparation for workplace.	All software and productivity tools; all communications, presentation; and multimedia software	Illustrates and provides practice skills and tools students will need in work situations
Teachers have limited time for correcting students individual practice items.	Drill-and-practice software, handheld computers with assessment software	Feedback to students is immediate; frees teachers for work with students
No teachers available for advanced courses.	Self-instructional multimedia, distance courses	Provides structured, self-paced learning environments
Students need individual reviews of missed work.	Tutorial or multimedia software	Provides structured, self paced environments for individual review of missed concepts.
Schools have insufficient consumable materials (e.g., science labs, workbooks).	Simulations, CD-ROM based texts, ebooks	Materials are reusable, saves money on purchasing new copies.
Students need quick access to information and people are not locally available.	Internet and email projects; multimedia encyclopaedia and atlases	Information to access; people are easier  less expensive to contact.

This model also adapted by Finger, et al (2007) to provide implementation steps that will ensure technology integrate in the classroom will be meaningful, successful and efficient. The 5 phases are:-

Phase 1: Determine relative advantage
Phase 2: Decide on objectives and assessments
Phase 3: Design integration strategies
Phase 4: Prepare the instructional environment
Phase 5: Revise integration strategies (Finger, et al, 2007 p. 155)

Apart from the TIP model above, an example shared on how teaching and learning context is created to assist in planning for integration of technology.

Refer to Zoe's blog where she drafted her context in the UoW based on learning experiences with criteria of 2 learning outcome 

1. anecdotal records about student recognising their feelings and thoughts of characters both in books integrating with IWF or Ipad (as formative assessment) 
2. allow students in to create sentences that show their feelings and thoughts of story book or short film characters (as summative assessment).

References:

Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT: Making it Happen. Pearson Education Australia.

Roblyer, M.D (2006). Integrating educational technology into teaching, 4th edn, Pearson Merrill Prentice Hall, Upper Saddle River, NJ

The Technology Integration Planning Model [Image]. (2013). Retrieved August 27, 2013 from http://virtualicteltpd.ning.com/profiles/blogs/the-technology-integration-planning-model

Purpose of assignment 2

WHY? Allow to design a unit of work without worrying (overly) about practicalities.

1. To plan doing with ICTs to enhance and transform student learning.
2. I do not need to teach this UoW. 
   Within reason, you can "create" the context in which this UoW will be taught.

A learning experience is not a lesson> Stages of Unit Plan Context or studydesk Week 4 #3

Module 3 and Assignment 3 pick up on the practicalities of using ICTs to enhance student learning in an actual class. 

Module 3 and Assignment 3 get you to focus on what you'll be doing on Professional Experience

Context specific, and to create my own context

Remember, you are creating the context for this unit of work. So you specify how many lessons/hours a week are associated with your unit.

• How many hours a week? I have to plan a unit plan on my school context. 

• In my school context particularly the learning areas need to fix total amount of hours for the year. (These hours are then distributed across the year depending on school requirements). 

Stage 1: Desired Results (refer to my blog - "UoW Stage 1 - Assessment" or link to StudyDesk Week 4 #5)

Stage 2: Assessment Evidence (refer to my blog - Assignment 2 with "ICT reasons list" or link to our StudyDesk Week 4 #6)

To use a particular approach called Backward design (Wiggins and McTighe, 1998).

Michelle Clout's blog mentioned that backwards planning was really useful here and really helped her map where she wanted to go in drafting her Assignment 2.

The relationship between Backward design and the "EDC3100 formula" is shown in the table below.

Backwards design	EDC3100 Formula
Identify desired results	STAGE 1 Curriculum From the curriculum you've chosen you're going to identify two types of learning outcomes/objectives - constructing knowledge and transforming knowledge. You'll select appropriate outcomes from your curriculum as what you're trying to teach.
Determine acceptable evidence	STAGE 2 Assessment From your curriculum you're going to identify/develop standards-based criteria that tell you how you will measure whether or not the students have achieved the learning outcomes you've chose. You will design assessment tasks that help you gather evidence against these criteria.
Plan learning experiences and instruction.	STAGE 3 Pedagogy You will develop a sequence of learning experiences designed to help your students achieve the learning outcomes and generate evidence by which you can evaluate their achievement.

Stage 3: Learning Plan (refer to StudyDesk Week 5 unit planning template as sequence of learning experiences that form the core of your UoW and my blog - Decisions about using ICT aligned to basic pedagogical decisions).

References

Wiggins, G. & McTighe J. (1998). Understanding by Design. Association for Supervision and Curriculum Development.